The selection of play materials has long been of concern to parents and educators. Many play materials simply do not engage children. In this study toys were openly displayed for free selection and play within a children's recreation center. Data were collected on the subject population, toy selection and toy usage. The results indicated that…

A classroom activity is described where students divided circular regions into equal sections and reassembled them to determine the formula for the area of a circle. Using an odd number of sections (Instead of an even number) changes the shape of the reassembled pieces but still gives rise to the same formula. (MN)

The author cites studies concerning the effectiveness of manipulative and non-manipulative approaches to teaching mathematics in elementary schools. He concludes that, after the first grade, an instructional strategy that gives preeminence to the rise of manipulative materials is unwarrented. (MN)

Discusses: what is meant by curriculum; if manipulatives should be used by children and by children of all ages; if manipulatives should be integral to instruction or an adjunct; what kinds of manipulatives should be used; if manipulative-based lessons should be open-ended or structured; and related topics. (JN)

Presents findings from mathematics education research studies which focused on manipulative materials and mathematics achievement. One study supports a previous review that lessons using manipulative materials have a higher probability of producing greater mathematics achievement than do lessons in which such materials are not used. (JN)

Discusses the use of manipulative materials to model operations and algorithms. Indicates that they clarify the several interpretations of each operation, establish a basis for correct mathematical language, and show why algorithms work. (JN)

Discusses the value of building blocks for young children and describes developmental changes in their symbolic representation of space. Implications for activities to promote spatial representation are drawn. (AS)

Research on the use of manipulative materials in teaching mathematics is briefly reviewed. Lessons using manipulative materials have a higher probability of producing greater mathematics achievement than do lessons in which materials are not used. (MNS)

This brochure, developed by a manufacturer of wooden blocks and trains, offers advice on the selection and use of toy blocks with children. The guide asserts that blocks, while often thought of as the most simple of toys, have great strength as creativity builders. Topics discussed in the brochure include: "Why We Want Our Children to…

Noting the increase in interactive museums and science centers and children's exuberant reaction to hands-on exhibits, this guide provides tips for parents on how to prepare for a museum visit and how to encourage the learning process during the visit. The first part of the guide discusses the shift in museum policy from "hands off" to…

Twelve fourth-grade classes in two schools were taught division using either the subtractive approach to the Greenwood algorithm or a partitioning approach to the standard algorithm. Analysis of class means on immediate, retention, and delayed retention tests indicated that use of the standard algorithm was more effective. (JP)

In the middle years of schooling, size, measurement, shape and form build up a child's mathematical and visual concepts. A restless drive to create, to see what happens in making something, can provide the driving force in crafts. (Editor)